Interdisciplinarity and Self-reflection in Civic Education

dc.creator	Torben Spanget Christensen
dc.date	2013-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:24:26Z
dc.date.available	2015-08-12T11:24:26Z
dc.identifier	2000-9879
dc.identifier	https://doaj.org/article/893dca631c5344559a394911289654b2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29918
dc.description	Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as a democrat) in global space. The article argues that this will only be possibly if citizens are capable of dealing with complex societal problems and to understand their own role as citizens (democrats) in relation to these problems. The argument is firstly that problems and issues in global space are complex and can only be understood interdisciplinary. Therefore the ability to reflect problems interdisciplinary is crucial to the global citizen. The second argument is that the ability of self-reflection is necessary for citizens in their efforts to understand, maintain and develop their own (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection on interdisciplinarity and self-reflection-as-citizen as key tools for analyzing societal problems and to act democratically on them. And it is suggested that dealing with interdisciplinarity requires use of second order concepts and that self-reflection as citizens requires third order concepts
dc.language	Swedish
dc.language	Danish
dc.language	English
dc.publisher	Karlstads Universitet
dc.relation	http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27405
dc.relation	https://doaj.org/toc/2000-9879
dc.source	Nordidactica : Journal of Humanities and Social Science Education, Vol 2013, Iss 2013:1, Pp 201-226 (2013)
dc.subject	SOCIAL SCIENCE
dc.subject	SOCIAL STUDIES
dc.subject	GLOBALIZATION
dc.subject	NATION
dc.subject	STATE
dc.subject	CIVIC CITIZENSHIP
dc.subject	DIDACTICS
dc.subject	FIRST ORDER
dc.subject	SECOND ORDER AND THIRD ORDER CONCEPTS.
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Interdisciplinarity and Self-reflection in Civic Education
dc.type	article